Love You Forever Storybook
Created by: Kerrie Kelling
ED 401
A: Anticipation Activities
A1) Thank You Card ( Vocabulary, Fluency) Wisconsin Standards: B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes. ( Write expressive pieces in response to reading, viewing, and life experiences (narratives, reflections, and letters) employing descriptive detail and a personal voice, Write creative pieces (poetry, fiction, and plays) employing basic aesthetic principles appropriate to each genre Use a variety of writing technologies, including pen and paper as well as computers,Write for a variety of readers, including peers, teachers, and other adults, adapting content, style, and structure to audience and situation).
In this activity, student will write a thank you card to their mom or dad, thanking them for all of the things that they do. Students can create a card using the Kerpoof Web 2.0 tool, which allows them to use their creativity. They can draw pictures, add clipart, and write on the card. They can then email the card to their mom or dad, or read it to them at home or during a parent-teacher conference. This activity challenges the student's vocabulary, checks their fluency, requires them to reflect, and learn about a variety of tools that they normally would not be introduced to. This is an exciting and innovative way to introduce and connect the themes found in "Love You Forever" to the student's personal life.
Kerpoof Thank You Card
A2) Picture Walk ( Comprehension) Wisconsin Standard: A.4.1 Use effective reading strategies to achieve their purposes in reading. ( Discern how written texts and accompanying illustrations connect to convey meaning.) C.4.3 Participate effectively in discussion. (Use appropriate strategies to keep a discussion going,;Reflect on the ideas and opinions of others and respond thoughtfully). In this activity, the teacher will have the students grab a carpet square and form a semi-circle on the floor around the teacher. The teacher will do a picture walk by showing each of the pictures in the book. Discussion about the pictures can be guided by the teacher through questions. What do you think the story will be about from looking at the cover? Who do you think the little boy is? How do you feel when you see the mother holding her child? Do you notice anything that keeps reoccurring in each of the pictures? By discussing the story, the students can be creative and use clues from the illustrations to make predictions about the story. As the students read the story, they can individually check their predictions against what actually occurs. A3) Newspaper Story ( Vocabulary, Phonics/Phonemic Awareness) Wisconsin Standards: B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes.
D.4.1 Develop their vocabulary of words, phrases, and idioms as a means of improving communication. (Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly)
In this activity, student's will interview a parent to learn more about them. They must create a short autobiography to be entered in "The Family Network", a newspaper created by the class. The students may write about their parent's birth, parents, siblings, hobbies, education, career, and marriage. This allows the student to not only find out new vocabulary and information, but also introduces them to what its like being a writer in a newspaper. This is an exciting format to introduce the story "Love You Forever".
B1) Questioning the Author/ Pair-Share(Comprehension) Wisconsin Standard: A.4.2 Read, interpret, and critically analyze literature. ( Summarize ideas drawn from stories, identifying cause-and-effect relationships, interpreting events and ideas, and connecting different works to each other and to real-life experiences Extend the literal meaning of a text by making inferences, and evaluate the significance and validity of texts in light of prior knowledge and experience
A.4.4 Read to acquire information. ( Summarize key details of informational texts, connecting new information to prior knowledge, Identify a topic of interest then seek information by investigating available text resources) C.4.3 Participate effectively in discussion.(Volunteer relevant information, ask relevant questions, and answer questions directly)
In this activity, students can generate questions about the reading that they would ask the author. They can swap those questions with another student who acts as the author. This challenges the students to use inferences and their imagination to answer questions that the story might not answer. Guided by the teacher, these questions may include: What is the name of the boy in the story? Where does the story take place? What is the "story behind the story?" Why did the author leave out the character's names? What feelings was the author trying to evoke from the reader in the story? As students take the role of the questioner and the author, they can reach their own conclusions to why the story was written as it was.
B2) Video Read Aloud (Fluency, Phonics/Phonemic Awareness) Wisconsin Standard: A.4.1 Use effective reading strategies to achieve their purposes in reading. (Read aloud with age-appropriate fluency, accuracy, and expression,;Discern how written texts and accompanying illustrations connect to convey meaning.)
The Video Read Aloud of "Love You Forever" is an awesome tool to help students, who are both proficient and struggling, to hear how the story should be read. Through this type of modeling, students can hear expression and fluency of the reader, as well as how difficult words are pronounced. Students can follow along as the narrator of the story reads aloud.
B3) Character Adjective Map (Comprehension, Vocabulary)
Wisconsin Standards: A.4.1 Use effective reading strategies to achieve their purposed in reading. (Read aloud with age-appropriate fluencym accuracy, and expression,; Discern how written texts and accompanying illustrations connect to convey meaning.) C.4.3 Participate effectively in discussion. (Volunteer relevant information, ask relevant questions, and answer questions directly In this activity, students use a character adjective map to describe the character of the mother or the boy in the story "Love You Forever". Teachers can guide students by asking questions. From the story, how would you describe the mother through the years as her son grows up? How would you describe the son changes over the years? What is their physical appearance from the illustrations? Students can write in the different sections of the map different adjectives to describe the characters. For example, if the student were describing the boy, they could put Brown Hair, Mischievous, Trouble-maker, Unique, Funny, Son, Father, Compassionate. If the student were describing the mother, they could put Mother, Loving, Consistent, Patient, Understanding, Caring. Students could then trade their character maps with their peers to see the adjectives that they used to describe them. This requires brainstorming and understanding of the characters in the story. By sharing their character maps, they build upon eachother's vocabulary. Character Adjective Map C: Consolidation Activities C1) Writeboard (Comprehension, VocabularyWisconsin Standards: A.4.2 Read, interpret, and critically analyze literature.( Recognize and recall elements and details of story structure, such as sequence of events, character, plot, and setting, in order to reflect on meaning.;Summarize ideas drawn from stories, identifying cause-and-effect relationships, interpreting events and ideas, and connecting different works to each other and to real-life experiences.; Extend the literal meaning of a text by making inferences, and evaluate the significance and validity of texts in light of prior knowledge and experience) B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes. (Write expressive pieces in response to reading, viewing, and life experiences (narratives, reflections, and letters) employing descriptive detail and a personal voice.)
In this activity, students use the Writeboard tool to answer questions about the story "Love You Forever", as well as are given an opportunity to connect the story to their own life. Tools such as the Writeboard are a great way for the teacher to ask questions and generate a "blog" related to the story. Students can look at other student's posts, which can inspire them in their own thought process. Love You Forever WriteboardPassword: munsch C2) Timeline (Comprehension) Wisconsin Standards: A.4.1 Use effective reading strategies to achieve their purposes in reading. (Identify a purpose for reading, such as gaining information, learning about a viewpoint, and appreciating literature A.4.2 Read, interpret, and critically analyze literature.(Recognize and recall elements and details of story structure, such as sequence of events, character, plot, and setting, in order to reflect on meaning) In this activity, students can create a timeline of events in the story "Love You Forever". The story documents a mother's love spanning the infancy of her son, to an age where he has his own children. Students can document how the boy grows, different stages of his life, as well as character traits throughout that time period. As an extension to this lesson, students can create a timeline of their own lives, as well as major events that they have experienced with their families. This activity documents the student's comprehension of the story's order of events, as well as helps them relate the boy's growth in the story to their own. Love You Forever Timeline
C3) Storytime Using Visuwords (Vocabulary) Wisconsin Standards: D.4.1 Develop their vocabulary of words, phrases, and idioms as a means of improving communication.(Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly) B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes.(Use a variety of writing technologies, including pen and paper as well as computers ) B.4.2 Plan, revise, edit, and publish clear and effective writing. (Given a writing assignment to be completed in a limited amount of time, produce a well developed, well organized, and effective response in correct English and an appropriate voice )
Using the words MOTHER, FATHER, PARENT, LOVE, FAMILY, TRADITION, SON, SING, FOREVER, the students will generate ideas for creating their own story about the relationship between a parent and their child. Visuwords is a great tool for students in that it links a word to its hyponym, hypernymn, meronym, holonym, synonym and antonym. The linked words are also highlighted and distinguished in their part of speech. As students create their own stories, they can extend their own vocabulary by seeing new words and concepts. The words above are great starter words related to the story "Love You Forever". Visuwords
Love You Forever Storybook
Created by: Kerrie Kelling
ED 401
A: Anticipation Activities
A1) Thank You Card ( Vocabulary, Fluency)
Wisconsin Standards:
B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes. ( Write expressive pieces in response to reading, viewing, and life experiences (narratives, reflections, and letters) employing descriptive detail and a personal voice, Write creative pieces (poetry, fiction, and plays) employing basic aesthetic principles appropriate to each genre Use a variety of writing technologies, including pen and paper as well as computers,Write for a variety of readers, including peers, teachers, and other adults, adapting content, style, and structure to audience and situation).
In this activity, student will write a thank you card to their mom or dad, thanking them for all of the things that they do. Students can create a card using the Kerpoof Web 2.0 tool, which allows them to use their creativity. They can draw pictures, add clipart, and write on the card. They can then email the card to their mom or dad, or read it to them at home or during a parent-teacher conference. This activity challenges the student's vocabulary, checks their fluency, requires them to reflect, and learn about a variety of tools that they normally would not be introduced to. This is an exciting and innovative way to introduce and connect the themes found in "Love You Forever" to the student's personal life.
Kerpoof Thank You Card
A2) Picture Walk ( Comprehension)
Wisconsin Standard:
A.4.1 Use effective reading strategies to achieve their purposes in reading. ( Discern how written texts and accompanying illustrations connect to convey meaning.)
C.4.3 Participate effectively in discussion. (Use appropriate strategies to keep a discussion going,;Reflect on the ideas and opinions of others and respond thoughtfully).
In this activity, the teacher will have the students grab a carpet square and form a semi-circle on the floor around the teacher. The teacher will do a picture walk by showing each of the pictures in the book. Discussion about the pictures can be guided by the teacher through questions. What do you think the story will be about from looking at the cover? Who do you think the little boy is? How do you feel when you see the mother holding her child? Do you notice anything that keeps reoccurring in each of the pictures? By discussing the story, the students can be creative and use clues from the illustrations to make predictions about the story. As the students read the story, they can individually check their predictions against what actually occurs.
A3) Newspaper Story ( Vocabulary, Phonics/Phonemic Awareness)
Wisconsin Standards:
B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes.
D.4.1 Develop their vocabulary of words, phrases, and idioms as a means of improving communication. (Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly)
In this activity, student's will interview a parent to learn more about them. They must create a short autobiography to be entered in "The Family Network", a newspaper created by the class. The students may write about their parent's birth, parents, siblings, hobbies, education, career, and marriage. This allows the student to not only find out new vocabulary and information, but also introduces them to what its like being a writer in a newspaper. This is an exciting format to introduce the story "Love You Forever".
Newspaper Clipping Generator
B: Building Knowledge Activities
B1) Questioning the Author/ Pair-Share(Comprehension)
Wisconsin Standard:
A.4.2 Read, interpret, and critically analyze literature. ( Summarize ideas drawn from stories, identifying cause-and-effect relationships, interpreting events and ideas, and connecting different works to each other and to real-life experiences Extend the literal meaning of a text by making inferences, and evaluate the significance and validity of texts in light of prior knowledge and experience
A.4.4 Read to acquire information. ( Summarize key details of informational texts, connecting new information to prior knowledge, Identify a topic of interest then seek information by investigating available text resources)
C.4.3 Participate effectively in discussion.(Volunteer relevant information, ask relevant questions, and answer questions directly)
In this activity, students can generate questions about the reading that they would ask the author. They can swap those questions with another student who acts as the author. This challenges the students to use inferences and their imagination to answer questions that the story might not answer. Guided by the teacher, these questions may include: What is the name of the boy in the story? Where does the story take place? What is the "story behind the story?" Why did the author leave out the character's names? What feelings was the author trying to evoke from the reader in the story? As students take the role of the questioner and the author, they can reach their own conclusions to why the story was written as it was.
B2) Video Read Aloud (Fluency, Phonics/Phonemic Awareness)
Wisconsin Standard:
A.4.1 Use effective reading strategies to achieve their purposes in reading. (Read aloud with age-appropriate fluency, accuracy, and expression,;Discern how written texts and accompanying illustrations connect to convey meaning.)
The Video Read Aloud of "Love You Forever" is an awesome tool to help students, who are both proficient and struggling, to hear how the story should be read. Through this type of modeling, students can hear expression and fluency of the reader, as well as how difficult words are pronounced. Students can follow along as the narrator of the story reads aloud.
B3) Character Adjective Map (Comprehension, Vocabulary)
Wisconsin Standards:
A.4.1 Use effective reading strategies to achieve their purposed in reading. (Read aloud with age-appropriate fluencym accuracy, and expression,; Discern how written texts and accompanying illustrations connect to convey meaning.)
C.4.3 Participate effectively in discussion. (Volunteer relevant information, ask relevant questions, and answer questions directly
In this activity, students use a character adjective map to describe the character of the mother or the boy in the story "Love You Forever". Teachers can guide students by asking questions. From the story, how would you describe the mother through the years as her son grows up? How would you describe the son changes over the years? What is their physical appearance from the illustrations? Students can write in the different sections of the map different adjectives to describe the characters. For example, if the student were describing the boy, they could put Brown Hair, Mischievous, Trouble-maker, Unique, Funny, Son, Father, Compassionate. If the student were describing the mother, they could put Mother, Loving, Consistent, Patient, Understanding, Caring. Students could then trade their character maps with their peers to see the adjectives that they used to describe them. This requires brainstorming and understanding of the characters in the story. By sharing their character maps, they build upon eachother's vocabulary.
Character Adjective Map
C: Consolidation Activities
C1) Writeboard (Comprehension, VocabularyWisconsin Standards:
A.4.2 Read, interpret, and critically analyze literature.( Recognize and recall elements and details of story structure, such as sequence of events, character, plot, and setting, in order to reflect on meaning.;Summarize ideas drawn from stories, identifying cause-and-effect relationships, interpreting events and ideas, and connecting different works to each other and to real-life experiences.; Extend the literal meaning of a text by making inferences, and evaluate the significance and validity of texts in light of prior knowledge and experience)
B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes. (Write expressive pieces in response to reading, viewing, and life experiences (narratives, reflections, and letters) employing descriptive detail and a personal voice.)
In this activity, students use the Writeboard tool to answer questions about the story "Love You Forever", as well as are given an opportunity to connect the story to their own life. Tools such as the Writeboard are a great way for the teacher to ask questions and generate a "blog" related to the story. Students can look at other student's posts, which can inspire them in their own thought process.
Love You Forever WriteboardPassword: munsch
C2) Timeline (Comprehension)
Wisconsin Standards:
A.4.1 Use effective reading strategies to achieve their purposes in reading. (Identify a purpose for reading, such as gaining information, learning about a viewpoint, and appreciating literature
A.4.2 Read, interpret, and critically analyze literature.(Recognize and recall elements and details of story structure, such as sequence of events, character, plot, and setting, in order to reflect on meaning)
In this activity, students can create a timeline of events in the story "Love You Forever". The story documents a mother's love spanning the infancy of her son, to an age where he has his own children. Students can document how the boy grows, different stages of his life, as well as character traits throughout that time period. As an extension to this lesson, students can create a timeline of their own lives, as well as major events that they have experienced with their families. This activity documents the student's comprehension of the story's order of events, as well as helps them relate the boy's growth in the story to their own.
Love You Forever Timeline
C3) Storytime Using Visuwords (Vocabulary)
Wisconsin Standards:
D.4.1 Develop their vocabulary of words, phrases, and idioms as a means of improving communication.(Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly)
B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes.(Use a variety of writing technologies, including pen and paper as well as computers )
B.4.2 Plan, revise, edit, and publish clear and effective writing. (Given a writing assignment to be completed in a limited amount of time, produce a well developed, well organized, and effective response in correct English and an appropriate voice )
Using the words MOTHER, FATHER, PARENT, LOVE, FAMILY, TRADITION, SON, SING, FOREVER, the students will generate ideas for creating their own story about the relationship between a parent and their child. Visuwords is a great tool for students in that it links a word to its hyponym, hypernymn, meronym, holonym, synonym and antonym. The linked words are also highlighted and distinguished in their part of speech. As students create their own stories, they can extend their own vocabulary by seeing new words and concepts. The words above are great starter words related to the story "Love You Forever".
Visuwords